小额信贷的国际经验对我国农村金融发展的启示

本文对国际上较为成功的两种小额信贷模式（GB、BRI）进行了比较分析,并结合中国农村自身特点,探讨了小额信贷模式在中国的实践。研究结果表明,基于各自国情特点形成的两种小额信贷模式各有不同的优势,中国的小额信贷可以在汲取GB和BRI经验基础上完善和发展,进而促进农村金融的发展。     

“一带一路”科技合作新格局构建研究

科技合作已经成为“一带一路”高质量发展的重要驱动力。文章聚焦我国与“一带一路”共建国家（以下简称“共建国家”）科技合作情况,探讨科技合作如何赋能共建“一带一路”高质量发展。通过梳理“一带一路”倡议提出以来科技合作助推共建国家发展的实践探索,剖析遇到的问题和挑战,提出新时期科技合作支撑和引领“一带一路”高质量发展的对策建议。     

高质量共建“一带一路”加快构建“双循环”新发展格局

文章首先回顾了“一带一路”倡议提出10年以来在政策沟通、设施联通、贸易畅通、资金融通、民心相通方面的建设成效,阐释了“一带一路”建设对构建“双循环”新发展格局的重要意义;进而,结合我国新发展阶段的实际国情,分析了“一带一路”建设在全球经济贸易新形势上面临的机遇和挑战;最后,从产业链协同、营商环境建设、新动力培育、科技创新赋能、风险管控防范5个方面提出了高质量共建“一带一路”的政策建议。     

How the ICT Development Level Influences Students’ Digital Reading Literacy: A Multi-level Model Comparison Based on PISA 2018 Data

The purpose of this study is to systematically showcase and evaluate how students’, schools’, and countries’ Information and Communication Technology (ICT) development levels influence students’ digital reading literacy by using the data of the Program for International Student Assessment (PISA) 2018 and the multi-level model approach. It is found that the ICT development at each level has a significant positive effect on students’ digital reading literacy, and there is a significant interactive moderating effect between different levels. The gap in ICT development levels between the countries participating in the Belt and Road Initiative (BRI) and developed economies has a “Matthew effect” in widening the digital reading literacy gap in the short term, but in the long run, the faster growth of the countries participating in BRI in ICT development levels will narrow the gap and alleviate the effect. China should make use of its advantages in ICT development to engage in global education governance, facilitate the co-development in both the ICT development level and the digital reading literacy for the countries participating in BRI, and contribute to the development of global education by opening up a new way of development.     

关于中国“一带一路”倡议推动联合国《2030年可持续发展议程》的思考

在2015年千年发展目标收官之时,联合国全体会员国通过了联合国《2030年可持续发展议程》,其制定的17项可持续发展目标（SDGs）从3个维度为人类社会的可持续发展设定了宏伟目标,即通过善治实现经济发展、社会包容和环境的可持续性。该研究将“一带一路”倡议与联合国SDGs对接,结合对国有中资企业在印尼和柬埔寨的基础设施建设项目的实地考察,通过对基础设施建设的深度调研来了解“一带一路”倡议的具体执行情况和面临的挑战,分析中国的“一带一路”倡议在多大程度上参与并推动沿线国家实现SDGs。研究认为,尽管我国的“一带一路”倡议在实施的过程中面临一定的挑战,若将“一带一路”倡议的实施纳入联合国SDGs的框架下,兼顾各个国家的不同利益需求和关切点,寻找契合点,在政策层面上与SDGs实现对接,将有关项目融入各国政府的国家与地方发展议程,不仅能推动实现我国经济稳定增长,同时大大提升中国的国际地位、国际形象和国际话语权,最终实现习主席提出的“人类命运共同体”这一伟大的历史使命,走向共同繁荣。     

“一带一路”生态环境保护和可持续发展科技合作重点领域

绿色是“一带一路”建设的底色。文章梳理了“一带一路”建设面临的生态环境风险及其对可持续发展的影响,并从水资源管理与节水技术、水环境治理与人类健康保障、土地退化防治技术与示范、生物多样性保护与生物资源利用、陆地生态系统修复机理与模式、面向社区可持续发展的生态环境治理6个方面,提出了支持可持续发展的“一带一路”生态环境保护重点研究领域。期待通过加强“一带一路”共建国家间生态环境治理的科技合作,助力绿色丝绸之路建设和区域可持续发展。     

“一带一路”共建国家低碳转型路径研究与气候合作建议

积极开展与“一带一路”共建国家的气候合作,对实现共建国家低碳转型和高质量发展有着重要的现实意义。文章利用“一带一路”能源经济模型（CGEM-BRI）,模拟了不同典型浓度路径（RCP）和不同配额分配方式下“一带一路”共建国家的低碳转型路径,分析了共建国家低碳转型潜在的资金、能力建设和管理制度需求,给出了中国与共建国家开展气候合作的建议。研究发现,为实现2100年全球1.5℃温控目标,到2050年“一带一路”共建国家整体可再生能源占一次能源消费总量比重至少要达到65%;共建国家实现国家自主贡献（NDCs）中的低碳发展目标保守估计需要19.2万亿美元,且不同国家资金需求领域有着较大差异。为满足“一带一路”共建国家低碳转型的需求,中国需要加快气候合作战略与经济转型及国际化战略的深度对接;发挥中国在新能源领域的比较优势,助力共建国家能源低碳转型进程;推动中国气候变化南南合作基金的加速落实,促进“一带一路”绿色投融资合作;加强气候合作的能力建设,分享碳市场建设的经验,推动建立广泛参与、各尽所能、务实有效、合作共赢的全球气候治理体系。     

“一带一路”共建国家应对气候变化国际合作经验借鉴及启示

“一带一路”共建国家资源禀赋各异、气候多样,在经济发展的同时走低碳可持续发展之路,是高质量建设绿色丝绸之路的客观需要,也是全球应对气候变化的关键所在。中国与“一带一路”共建国家已在低碳基础设施、清洁能源、气候灾害预警预报、低碳技术、气候金融等重点发展领域以共赢模式开展深入合作。文章通过借鉴发达国家气候国际合作有益经验,探讨“一带一路”共建国家减缓和适应气候变化的国际合作新路径,提出中国与“一带一路”共建国家开展应对气候变化合作的战略和对策,推动全球气候治理体系完善。     

Education in and for the Belt and Road Initiative:

Abstract

This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students reading the course based on the Belt and Road Initiative (BRI), their professor Michael Peters, visiting professor Petar Jandri?, and a mix of senior Chinese and Western scholars. To successfully complete the course, the students were required to produce a 3000-word paper of publishable quality. As part of this writing process we decided to engage in the experiment of collective writing where we aimed to produce a single paper consisting of the abstracts. This collective paper was developed in 7 steps. (1) Students submitted their 250-word abstracts. (2) Students were introduced into the methodology of collective writing, and 2 student-editors – Ogunniran Moses Oladele and Benjamin Green – volunteered to work on the paper. (3) Michael Peters wrote the introduction. (4) Abstracts were expanded to 500 words and integrated into a single document. (5) Petar Jandri? began to edit the paper and write a conclusion. (6) Students presented their abstracts in the class, where Michael Peters and Petar Jandri? provided direct feedback. (6) Revised abstracts were again integrated into a single document by student editors, and proofread / copy-edited in several exchanges with the instructors (7) The paper was subject to the process of open review, and the reviewer's comments were included in the paper. Resulting from months of collective work, the final paper provides a wide range of views ad perspectives to the question of education as a part of the BRI initiative.     

典型发达国家国际合作对中国与“一带一路”国家科技创新合作的启示

当前大多数“一带一路”国家的科技创新基础较薄弱，科技创新合作意愿和基础普遍不足，各国之间深层次的国际科技合作亟待加强，中国与“一带一路”沿线国家的科技创新合作的内容与机制也亟待进一步丰富与完善。本研究通过重点梳理分析美国、欧盟、德国、日本和新加坡等发达国家和地区与发展中国家开展国际科技合作的经验，总结得出其具有四方面共同特征：搭建多层次科技交流平台，深化科技人文交流；科学布局国际科技合作基地，拓宽科技合作网络；建立健全海外孵化器，打造“一带一路”特色创新合作体系；推进联合技术攻关，提升科技援助水平。中国可从中汲取有益的做法，根据自身与“一带一路”沿线国家的发展阶段和现实需求，探索具有中国特色的“一带一路”科技创新合作创新模式。建议重点从科技人文交流、科技合作网络、特色创新合作体系、科技援助水平等维度探索构建人才、技术、空间等多种要素协同创新和联动发展的合作生态，通过增强国际科技话语权、有效互补协作和开展科技援助等方式推进“一带一路”国际科技创新与合作行稳致远。